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Non-Dominant Varieties of Pluricentric Languages. Getting the Picture

In Memory of Michael Clyne- In Collaboration with Catrin Norrby, Leo Kretzenbacher, Carla Amorós

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Edited By Rudolf Muhr

This volume comprises 28 papers presented at the 1 st International Conference on Non-Dominant Varieties of Pluricentric Languages in Graz (Austria) in July 2011. The conference was also held in memory of Michael Clyne – eminent linguist, scholar, language enthusiast and advocate of multilingualism who died in October 2010. The volume pays homage to his important contributions in many fields of linguistics and in the theory of pluricentric languages. The conference in Graz was the first international event to document the situation of non-dominant varieties world-wide in order to identify common or diverging features. It provided substantial insights into the codification and in corpus and status planning of non-dominant varieties. The volume deals with 18 languages and 31 different national and other varieties in 29 countries of the world.

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Maria Eugenia L. DUARTE: When speech and writing are too far apart!Non-dominant features of Brazilian Portuguese becoming dominant

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In: Rudolf Muhr (ed.) (2012): Non-dominant Varieties of pluricentric Languages. Getting the Pic- ture. In memory of Michael Clyne. Wien et. al., Peter Lang Verlag. p. 315-326. Maria Eugenia L. DUARTE (Federal University of Rio de Janeiro, Brazil) (eugenia@brazilmail.com) When speech and writing are too far apart! Non-dominant features of Brazilian Portuguese becoming dominant Abstract This paper discusses some consequences of the adoption of European Portuguese (EP) syntax as a model of grammar in Brazil at the turn of the 19th century, when 400 years had elapsed since the discovery of Bra- zil. In fact, at the turn of the 19th century, EP was more distant from the language of the 16th century than Brazilian Portuguese (BP), which still kept some conservative syntactic features. Additionally, throughout the 20th century, BP underwent deep changes in its pronominal system, which triggered relevant consequences in its syntax. Since such changes have not been incorporated by grammars, teachers and students have to deal with a number of rules that are not present in the input to which children are exposed during the acquisition process. The result is a third grammar: a combination of features of L1 (the acquired language) and L2 (the target language). This paper will show some grammatical features of speech which are shared by Brazilians regardless of school atten- dance, and how the prescribed forms, absent from speech, are recovered in writing. It will also be shown that less salient innovative features from speech are adopted in written modality more...

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